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Factors Related to Teacher Resilience during COVID-19_preprint.docx (57.63 kB)
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Factors Related to Teacher Resilience during COVID-19

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posted on 20.05.2022, 18:38 authored by David MarshallDavid Marshall, David M. Shannon, Savanna Love, Natalie Neugebauer

Teachers were surveyed across the United States between January and February 2021 (n=355). Participants were asked about learning modalities employed at their school as well as other factors related to COVID-19 mitigation, job satisfaction, teacher self-efficacy, burnout, teacher autonomy, and student access to resources.

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Declaration of conflicts of interest

There are no conflicts of interest to report.

Corresponding author email

dtm0023@auburn.edu

Lead author country

United States

Lead author institution

Auburn University

Ethics statement

This study was approved by Auburn University's Institutional Review Board.

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More specifically, it minimises teachers' stress and burnout, and improves their commitment, job satisfaction, well-being, instructional quality, work enjoyment, motivation, professional identity, retention, agency, self-efficacy, and so forth.Click here